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There is, mercifully, no white savior, and there is no singular villain. The book does not succumb to racial tropes or stereotypes. It grants dignity to all perspectives and highlights the ideas that no people are all good and no people are all bad. What is so tremendous about The Hate U Give is that it manages to handle a delicate and highly volatile topic without preaching, lionizing, or victimizing any one side. As the story progresses, Starr struggles to make meaning of the murder as she straddles the juxtaposed communities in which she exists. Early in the novel, Starr witnesses a childhood friend, Khalil, killed by a policeman during a traffic stop. Starr, is a young woman living in a majority black neighborhood while attending a largely white, private school. Not only is THUG written by a woman of color, it is a revolutionary text narrated by a black teenager. There has been some pushback about the readability of THUG as it has a readability of middle school,īlack female narrator who is the voice of authority Spend time talking about why we chose THUG:
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And so, we set out think about what these new narratives meant for our professional development offerings. As coaches, one of the things we are charged with is working with our teachers in service of the district goals. This narrative is a working narrative-as we continue to learn, study and discuss, we are working to shape and shift it. This new narrative, really helped to focus myself and my fellow coaches on expanding our work-and truthfully considering how this commitment to empowering our students might actually be a philosophy that guides our other two commitments. However, at the beginning of this year, our assistant superintendent of curriculum introduced this narrative for our work in empowering our students. An equity framework is what we will use to analyze our practice. We will enact curriculum, instruction, assessments, placements, and policies through an equity framework to ensure a just learning environment.
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Empowerment means working WITH students, and families to sustain community knowledge, culture, and practices. We aim to provide supports that are equitable, and remove barriers that impede academic, personal and collective success. We strive to provide opportunities for high levels of learning. Therefore, we need work to dismantle barriers to academic success by honoring students’, families’, and each others’ humanity by taking a strengths based approach in all of our interactions. Years of injustice in educational policy and practices nationwide have created inequitable systems that have disenfranchised students and families from academic opportunities. We as educators possess an ethical responsibility to create conditions for our students and each other that are equitable and just.